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This text looks at the National Curriculum and the doubts surrounding its introduction and continued use. Doubts have centred on whether there is a "de-professionalizing" of teachers which enhances or devalues standards and whether pupils are making better or worse progress. This book is based on seeking out evidence to show whether these doubts have any foundation. The first three chapters provide a theoretical as well as a factual framework to the rest of the book. Chapters four to six explore pupils' experiences and perceptions of the National Curriculum - What's it really like for them? and has the curriculum enhanced their learning or burdened them with facts? Further chapters explore the relationship between the National Curriculum and disaffected pupils, as well as the teachers' experience and perception of the National Curriculum.